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According to the U.S. National Institutes of Health, dyslexia is a learning disability that can hinder a person's ability to read, write, spell, and sometimes speak.
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Dyslexia is the most common learning disability in children and persists throughout life.
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It is caused by impairment in the brain's ability to translate images received from the eyes or ears into understandable language.
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Types of Dyslexia o Trauma dyslexia:
 Occurs after some form of brain trauma or injury to the area of the brain that controls reading and writing. o Primary dyslexia:
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A dysfunction of, rather than damage to, the left side of the cerebral cortex.
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Does not change with age.
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Rarely able to read above a fourth-grade level and may struggle with reading, spelling, and writing as adults.
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Primary dyslexia is passed in family lines through their genes. o Secondary or developmental dyslexia:
 Caused by hormonal development during the early stages of fetal development.
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Developmental dyslexia diminishes as the child matures. o Visual dyslexia:
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Characterized by number and letter reversals and the inability to write symbols in the correct sequence.
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Auditory dyslexia: Involves difficulty with sounds of letters or groups of letters. The sounds are perceived as jumbled or not heard correctly.
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Dysgraphia: Refers to the child's difficulty holding and controlling a pencil so that the correct markings can be made on the paper.
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Letter and number reversals
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Difficulty copying from the board or a book can also suggest problems
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General disorganization of written work
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May not be able to remember content
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May appear to be uncoordinated and have difficulty with organized sports or games.
Difficulty with left and right is common
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Recalling sequences of things or more than one command at a time can be difficult
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Parts of words or parts of whole sentences may be missed
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Words can come out sounding funny
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May become withdrawn and appear to be depressed
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Ability to create.
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Able to link abstract ideas together that many of their peers would not recognize.

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Natural ability to disorient from their surroundings and experience their ideas as if they were reality.
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Ability to see, hear, feel and sense what they are creating in their minds. Unique personalities
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Visual-spatial, or intuitive “global learning” style.
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Amounts of information may come very quickly, and sometimes even unconsciously, enabling them to arrive at simple answers and interpretations to complex questions much quicker than their peers.
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They can then piece together large pockets of information, and re-arrange ideas, and then work backwards to go and fill in the smaller details of their idea.
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Disorients so much in a day, especially when it is so frequent that they are unaware that they are disorienting.
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Delayed speech
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Hyperactivity
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Attention deficits
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Allergies
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Reading difficulties
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Self-doubts, frustration and disappointment
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Info structured in sequences moving from simple to complex
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Language and rules need to be directly taught
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One on one instruction
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Multi-sensory approach
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Accommodations with materials: o Tape recorder o Block out extraneous stimuli o Highlight essential info o Provide a glossary in content areas o Develop reading guides
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Accommodations with interactive instruction: o Maintain daily routines o Provide a copy of lecture notes o Provide a graphic organizer o Step by step instructions o Key points on the board o Mnemonic instruction o Emphasize daily review

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Accommodations involving student performance: o Change response mode o Provide an outline o Place students close to teacher o Encourage calendars o Turn lined paper vertically o Cues to denote important items o Hierarchical worksheets o Allow instructional aids o Display samples o Peer learning o Encourage note sharing o Flexible work times o Assignment substitutions/adjustments
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Any device, piece of equipment or system that helps bypass work around or compensate for an individual’s learning disability. They are still able to receive remedial instruction and it increases self-reliance and independence. o Abbreviation expanders on Word documents o Alternative keyboards o Audio books and publications o Electronic math worksheets o Graphic organizers and outlining o Information/data managers o Optical character recognition o Personal FM listening systems o Proofreading programs o Speech recognition programs o Speech synthesizers/screen readers o Talking calculators o Electronic dictionaries o Variable speed tape recorders o Word prediction programs
 http://www.medicinenet.com/dyslexia/article.htm
 http://learningability.org/dyslexia/what-are-the-strengths-of-dyslexia
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Dyslexia Institute of Indiana Inc.
 http://www.readingrockets.org